Assignment 1: How did we get here?
Teaching Science from a Historical
Perspective
Objectives
1. Student will utilize the Randall Library’s research tools and services as a source for research and continued professional development.
2. Students will gain knowledge about their discipline through the analysis of a scientific topic of historical importance in education (for instance, evolution).
3. Students will gain an understanding of the influential leaders in science education during this historical time period (for instance, Charles Darwin)
4. Students will garner an appreciation of the controversial ideas present in science education during this historical time period.
5. Students will engage the class in a discussion about a historical topic and defend its relevance in the curriculum.
6. Students will learn to lesson plan using the six-point style.
Standards
Addressed
1. NC Essential Standards
Ø Please add appropriate standards to
your six-point lesson plan
2. North Carolina Professional Teaching
Standards
Ø Standard II, III, and IV
Rationale
It is my intention to utilize this assignment
as a means of framing the discipline from which you have chosen to pursue a
career. Understanding science content from a historical perspective is vital to
the success of developing a scientifically literate population. Many science
educators have little or no understanding of their discipline from a historical
perspective, and therefore, take information heard in the media and more
importantly found in textbooks as law. Some well-intentioned textbooks support
misconceptions in science as well as support political positions of bias. My
intended outcomes for this assignment are for you, as an educator, to simply
develop an understanding of the need to critically analyze the knowledge base
of science and take great consideration of the sources from which it has
developed. During this assignment, it is important to note that breadth of
understanding the discipline is more of a concern to me than depth of
understanding. That will come later.
The
Challenge
o
(20
Points) Create a 30-minute PowerPoint presentation for a high school class that
incorporates the following components:
1. Choose an individual of historical importance
and explain their contributions to the science content topic of interest.
2. How did the science education community initially
respond to the controversial idea?
3. Attempt to tell a historical story of the
topic’s acceptance into mainstream scientific thought?
o
(40
Points) Using TaskStream, create a detailed six-point lesson plan for a 90-minute block period being sure to include the following
components
1. Focus
and Review (Establish Prior Knowledge)
·
How will
you open the class?
·
How will
you engage and motivate your students to learn?
2. Statement (Inform) of Objectives
·
What will you do to implement the SCOS in your
class?
·
Please be specific and there should be no more than
three objectives.
3. Teacher Input (Present tasks, information,
and guidance)
·
List all teacher-directed actions in class?
·
Hint: The PowerPoint is an example; explain each in
detail!
4. Guided Practice (Elicit performance)
·
What activities have you designed for students to
interact?
·
Cooperative
learning activities would be an example.
5. Independent Practice- Seatwork and Homework
(Retain and transfer)
·
What are students doing independently to retain and
transfer any new knowledge learned?
·
Are you
assigning homework?
6. Closure (Plan for maintenance)
·
How are you going to summarize the day’s lesson?
·
Link this explanation directly to your objectives.
STANDARDS & ASSESSMENT
·
Attach the appropriate standards as listed in North
Carolina Standard Course of Study
·
Explain the assessment
o See History of Science Rubric
Presentation
Requirements
o (40 Points) A
rubric will be developed with the class to refine the requirements for grading
purposes. The following are minimum requirements for completion of the
assignment:
1. Present your PowerPoint Presentation (See Presentation Rubric)
·
Ten
minute time limit!
·
No more than fifteen (15) slides.
o
Summary of
how you utilized the libraries research tools (1 slide).
o
What
content area (Biology, Chemistry, etc.) and topic was chosen, and where is it
relevant in the North Carolina Standard Course of Study? (3 slides)
o
Note an
individual of historical importance and explain their contributions to the
development of your chosen topic. (3 slides)
o
How did
the science education community respond to this controversial idea? (1 slides)
o
Attempt
to tell a historical story of the topic’s acceptance into mainstream scientific
thought? (1 slide)
o
How will
this lesson appear in your daily lesson plan? (1 slide)
2. References - One PowerPoint slide must
include the following:
·
At least
three journal articles from the Randall
Library collections (Attempt to use the ones in the syllabus),
·
At least one reference/text
book from the Randall Library collections (That’s right! Reference a book!),
·
At least
three websites from the World Wide
Web (NETS-T), and
·
At least
one Application that can be
implemented on a smartphone
·
At least one DVD/Video from the
Randall Library collections (or Youtube, Teachertube, Nat Geo, etc.).
Helpful Links
o
Example one
o
Example two
·
PowerPoint Example 1 and Example 2
·
Writing Daily
Lesson Plan Objectives
o
Writing Behavioral
Objectives
o
Information
About Learning Objectives and How to Write Them